Name: NORPHA M.

KADJI

Yr/Sc 1 BEEB-B

" Classical Conditioning"

Classical conditioning (also known as Pavlovian or respondent conditioning) is learning through

association and was discovered by Pavlov, a Russian physiologist. In simple terms, two stimuli are linked
together to produce a new learned response in a person or animal.

The most famous example of classical conditioning was Pavlov's experiment with dogs, who salivated in
response to a bell tone. Pavlov showed that when a bell was sounded each time the dog was fed, the
dog learned to associate the sound with the presentation of the food.

John Watson proposed that the process of classical conditioning (based on Pavlov’s observations) was
able to explain all aspects of human psychology.

Everything from speech to emotional responses was simply patterns of stimulus and response. Watson
denied completely the existence of the mind or consciousness. Watson believed that all individual
differences in behavior were due to different experiences of learning. He famously said:

"Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll
guarantee to take any one at random and train him to become any type of specialist I might select -
doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents,
penchants, tendencies, abilities, vocations and the race of his ancestors” (Watson, 1924, p. 104).

Classical Conditioning Examples

There are three stages of classical conditioning. At each stage the stimuli and responses are given special
scientific terms:
Stage 1: Before Conditioning:

In this stage, the unconditioned stimulus (UCS) produces an unconditioned response (UCR) in an
organism.

In basic terms, this means that a stimulus in the environment has produced a behavior / response which
is unlearned (i.e., unconditioned) and therefore is a natural response which has not been taught. In this
respect, no new behavior has been learned yet.

For example, a stomach virus (UCS) would produce a response of nausea (UCR). In another example, a
perfume (UCS) could create a response of happiness or desire (UCR).

This stage also involves another stimulus which has no effect on a person and is called the neutral
stimulus (NS). The NS could be a person, object, place, etc.

The neutral stimulus in classical conditioning does not produce a response until it is paired with the
unconditioned stimulus.

Stage 2: During Conditioning:

During this stage, a stimulus which produces no response (i.e., neutral) is associated with the
unconditioned stimulus at which point it now becomes known as the conditioned stimulus (CS).

For example, a stomach virus (UCS) might be associated with eating a certain food such as chocolate
(CS). Also, perfume (UCS) might be associated with a specific person (CS).

For classical conditioning to be effective, the conditioned stimulus should occur before the
unconditioned stimulus, rather than after it, or during the same time. Thus, the conditioned stimulus
acts as a type of signal or cue for the unconditioned stimulus.
Often during this stage, the UCS must be associated with the CS on a number of occasions, or trials, for
learning to take place. However, one trail learning can happen on certain occasions when it is not
necessary for an association to be strengthened over time (such as being sick after food poisoning or
drinking too much alcohol).

Stage 3: After Conditioning:

Now the conditioned stimulus (CS) has been associated with the unconditioned stimulus (UCS) to create
a new conditioned response (CR).

For example, a person (CS) who has been associated with nice perfume (UCS) is now found attractive
(CR). Also, chocolate (CS) which was eaten before a person was sick with a virus (UCS) now produces a
response of nausea (CR).

Classical Conditioning in the Classroom

The implications of classical conditioning in the classroom are less important than those of operant
conditioning, but there is a still need for teachers to try to make sure that students associate positive
emotional experiences with learning.

If a student associates negative emotional experiences with school, then this can obviously have bad
results, such as creating a school phobia.

For example, if a student is bullied at school they may learn to associate the school with fear. It could
also explain why some students show a particular dislike of certain subjects that continue throughout
their academic career. This could happen if a student is humiliated or punished in class by a teacher.

Critical Evaluation

Classical conditioning emphasizes the importance of learning from the environment, and supports
nurture over nature. However, it is limiting to describe behavior solely in terms of either nature or
nurture, and attempts to do this underestimate the complexity of human behavior. It is more likely that
behavior is due to an interaction between nature (biology) and nurture (environment).
A strength of classical conditioning theory is that it is scientific. This is because it's based on empirical
evidence carried out by controlled experiments. For example, Pavlov (1902) showed how classical
conditioning could be used to make a dog salivate to the sound of a bell.

Classical conditioning is also a reductionist explanation of behavior. This is because a complex behavior
is broken down into smaller stimulus-response units of behavior.

Supporters of a reductionist approach say that it is scientific. Breaking complicated behaviors down to
small parts means that they can be scientifically tested. However, some would argue that the
reductionist view lacks validity. Thus, while reductionism is useful, it can lead to incomplete
explanations.

A final criticism of classical conditioning theory is that it is deterministic. This means that it does not
allow for any degree of free will in the individual. Accordingly, a person has no control over the reactions
they have learned from classical conditioning, such as a phobia.

The deterministic approach also has important implications for psychology as a science. Scientists are
interested in discovering laws which can then be used to predict events. However, by creating general
laws of behavior, deterministic psychology underestimates the uniqueness of human beings and their
freedom to choose their own destiny.

Key Terminology

Neutral Stimulus

In classical conditioning, a neutral stimulus (NS) is a stimulus that nitially does not evoke a response until
it is paired with the unconditioned stimulus. For example, in Pavlov’s experiment the bell was the
neutral stimulus, and only produced a response when it was paired with food.

Unconditioned Stimulus
In classical conditioning, the unconditioned stimulus is a feature of the environment that causes a
natural and automatic unconditioned response. In pavlov's study the unconditioned stimulus was food.

Unconditioned Response

In classical conditioning, an unconditioned response is an unlearned response that occurs automatically

when the unconditioned stimulus is presented. Pavlov showed the existence of the unconditioned
response by presenting a dog with a bowl of food and the measuring its salivary secretions

Conditioned Stimulus

In classical conditioning, the conditioned stimulus (CS) is a substitute stimulus that triggers the same
response in an organism as an unconditioned stimulus. Simply put, a conditioned stimulus makes an
organism react to something because it is associated with something else. For example, Pavlov’s dog
learned to salivate at the sound of a bell.

Conditioned Response

In classical conditioning, the conditioned response (CR) is the learned response to the previously neutral
stimulus. In Ivan Pavlov's experiments in classical conditioning, the dog's salivation was the conditioned
response to the sound of a bell.

Acquisition

In the initial period of learning, acquisition describes when an organism learns to connect a neutral
stimulus and an unconditioned stimulus.

Extinction

In psychology, extinction refers to gradual weakening of a conditioned response by breaking the

association between the conditioned and the unconditioned stimuli.

For example, when the bell was repeatedly rang and no food presented Pavlov’s dog gradually stopped
salivating at the sound of the bell.

Spontaneous Recovery

Spontaneous Recovery is a is a phenomenon of Pavlovian conditioning that refers to the return of a

conditioned response (in a weaker form) after a period of time following extinction. For example, when
Pavlov waited a few days after extinguishing the conditioned response, and then rang the bell once
more, the dog salivated again.
Generalisation

In psychology, generalisation is the tendency to respond in the same way to stimuli that are similar but
not identical to the conditioned stimulus. For example, in Pavlov's experiment, if a dog is conditioned to
salivated to the sound of a bell

Discrimination

In classical conditioning, discrimination is a process through which individuals learn to differentiate

among similar stimuli and respond appropriately to each one.

For example, eventually Pavlov’s dog learns the difference between the sound of the 2 bells and no
longer salivates at the sound of the non-food bell.

Vanessa M. Kalim

Language development start with sounds and gesture,then words and sentences.

you can support language development by talking a lot with your child and
responding when your child communicates. Reading books and sharing stories

Is good for language development

Haifa Guya

THE ADOLESCENCE BRAIN

 What Is Adolescence?

- Adolescence is the period of age which can be called as the transition period wherein an individual
undergoes change from childhood to adulthood.

- The human brain is not fully developed by time a person reaches puberty.

- The brain reaches 90% of it's adult size by the time a person is six or seven years of age

• Frontal Lobe
- Reasoning

- Planning

- Language

- Long term memory

- Impulse control

- Problem solving

- Emotions

- Judgement

- Motor function

- Social/sexual behavior

• Prefrontal Cortex

- decision making

- planning

- consequences of action

- problem solving

• Limbic System

- fear - hunger

- pleasure - sex
- anger

• Amygdala

- emotional responses

( fear, anxiety, and aggressive )

• Corpus Callosum

Left Right

- Speech - Imagination

- Language - Feelings

- Learning - Decision Making

- Idea - Creativity

- Memory - Concentration

- Reasoning

- Written
- Planning

• Myelination

- nerve cell (neuron)

• Sypnatic pruning

Sahara Payag

"COGNITIVE DEVELOPMENT OF EARLY CHILDHOOD"

understanding your child's cognitive

Development can help you to choose the right activities to further boost thinking, remembering and
reasoning abilities. Cognitive development and early childhood refer to your baby or toddlers mental
capacity for broblem solving, language acquisition, learning about objects and relations between cause
and effect. In other words, it is immensely important and forms the foundation for many of the other
skills your child will learn later in life.

BABY COGNITIVE DEVELOPMENT

The brain of an infant baby is growing faster than at any other time in life studies have shown the first
months of life to have enormous consequence for social and emotional development much later in life
and up through adulthood. However healthy cognitive development does need to be complicated. At
ADAM & MILA we have three golden rules when it comes to stimulating Yung brains ;

*RULE NO. 1: LOVE! LOVE! LOVE!

Caring for your baby and developing a strong emotional bond is the absolute best way to make your
child will learn grow up to be an emotionally balanced and caring adult.

*RILE NO. 2: NOVELTY FOR ALL THE SENSES

Nothing gets those baby brain neurons firing like experiencing something for the first time. Repetition is
good for learning specific skills, but for fast growth and comprehensive mental development the name
of the game is novelty. New smells, new sounds, new textures and new shapes - all of it helps.

*RULE NO. 3: NOT WHAT BUT HOW

It's not important what your baby is able to do, it's how her or she does it that deserve applause. Try not
to get caught up in teaching your baby specific skills, instead provide opportunities to explore through
play. Soon you will find that your baby has acquired many new and surprising talents!
TODDLER COGNITIVE DEVELOPMENT

this is the most amazing age when it comes to cognitive skills. Now is the time when all that brain
building your child has been doing as a baby is truly starting to pay off, and you are about to witness an
explosion of new talents and surprisingly clever behavior!

Your toddler will start imitating parent behavior and act out fimiliar scenes from adult life. He or she will
start to remember the location of favorite toys and objects and will be able to search for and find them
at will.

Solving increasingly complex problems whether it be toy puzzles or how to convince grandma to give
another biscuit is done with ease.

Your toddler may even to try read a favorite book by him or herself! While not quite able to decipher
the letters and words your toddler may be able to flip the book if it happens to be held upside down. If
you are reading aloud you may see a burst of excitement and anticipation just as something in the story
is about to happen.

As with adults, taking good care of your childs body and well-being has significant impact on mood and
mental development. So make sure to serve healthy foods and combine physical gross motor activity
with your other educational and brain boosting activities.

COGNITIVE DEVELOPMENT ACTIVITIES FOR BABIES AND TODDLERS

Helping parents to find the right development activities that suits your child's current development
stage is why we created Adam and Mila!

We strongly believe that playing games and having lots of fun with child development is not just the
right approach, but is the essence of good parenting. Whether you are looking for recommendations of
children's books, tips on things to talk to your toddler about or ways to include the whole family in the
care of your baby, the community here at Adam & mila is ready to support you.
THANK YOU FOR READING ❤️

Name:Jehan M.Zainal Date: June 29,2021

Year /Section:1-BEED-B Instructor:Magida Dilangalen

Topic:"Operant Conditioning"

Operant conditioning,sometimes referred to as instrumental condtioning,is a method of

learning that employs rewards and punishments for behavior.Through operant conditioning,an
association is made between a behavior and consequence (whether negative or positive )for the
behavior.

What is Operant Conditioning with examples?

Operant Conditioning-can also be used to decrease a behavior via the removal of a desirable
outcome or the application of a negative outcome.For example,A child may be told they will lose recess
privileges if they talk out of turn in class.This potential for punishment may lead to decrease in
discruptive behaviors.

What are the 3 principles of Operant Conditioning?

Principles of Operant Conditioning:

•Reinforcement ( Central Concept):A phenomenon in which a stimulus increasess the chance of

repetition of previous behavior is called reinforcement.

•Punishment

•Shaping

What is Operant Conditioning in psychology?

Operant Conditioning,also known as instrumental conditioning,is a method of learning normally

attributed to B.F Skinner,where the consequences of response determine the probability of it being
repeated.

What are the 4 types of Operant Conditioning?

The four types of Operant Conditioning are positive reinforcement,positive punishment,negative

reinforcement and negative punishment.

What are some examples of Operant Conditioning in every life?

Examples of Positive Reinforcement

•Home work Completion.A student tends to complete his/her homework daily: because
he/she will be rewarded with a candy (action) or praise (behavior)

•Cleaning Room

•Incentires and Bonuses

•Discounts and Benefits

What is the best example of Operant Conditioning?

 Positive reinforcement describes the best known example of operant conditioning :receiving a
reward for acting in a certain way.Many people train thier pets with positive reinforcement.

Jubaica Angkad

CAD REPORT

BRAIN DEVELOPMENT
Brain Development is a part of cognitive development it describes how a child intellect grows , and
include thingking learning and solving problem.

Brain development begins a few weeks after conception and thought to be complete by early adulthood.

Brain is the command center of the human body.

5stages of brain development

Stage1- 0 to 10months

Stage2- birth to 6years

Stage3- 7 to 22years

Stage4- 23 to 65years

Stage5- older than 65years

How well a brain develops depend on many factors in addition to genes. Such as

Proper nutrition starting in pregnancy

Exposure to toxins or infections

The child experiences with other people and world

Brain growth happens before kindergarten

From the birth to age 5 , a child brain develops more than at any other time in life.

Brain connections enable us to move ,think, communicate and do just about everything.

Brain are responsible for different abilities ,like movement, language ,and emotions, and develop at
different rates.

Brain development build on it self .

Birth to 5 sees the fastest rate of brain development.

90% of child’s Brain development happens before age 5

60 %of All the energy of the baby expends is concentrated in the brain.

Brain controlling every moment and decision we make on our life.

Name: Denfol D. Guiamalon

THE INFANT BRAIN

 First what is infant? According to Erik Erikson, infants or infancy are from birth to 18-months, in
this stage the psychological crisis of this stage are trust vs. mistrust and it results a withdrawal or hope.
The fact that children are affected by surroundings is too obvious to bear repeating. Child development
specialists have produced decades of research showing that the environment of a child’s earliest years
can have effects that last a lifetime.

What week does the infants brain develop? According to some research it starts by the end of
seven week of pregnancy to five weeks after conception, in this time the baby’s brain and face are the
focus of development.

How does the infant brain develop? At birth, the normal baby’s brain is about a quarter of the
size of the average adult brain or ¼ of the adult’s brain. Incredibly, it doubles in size in the first year. It
keeps growing to about 80% of adult size by age 3 and 90% or nearly full grown by age 5 and in that age
the brain is the command center of the human body.

This stage is very important in human development because every expression you’ve shown to
the child will last a lifetime. For example in this stage you mistreated the child in results you will remain
bad to him until lifetime unless you’ve gain his trust back like Erik-Erikson theory. And you must be
aware in every action and language they’ll see because they might copy that action because they
thought that it was correct. For example don’t show to the child that you are having a fight with your
partner because the child will do the same to the other child thinking that he was correct because his
parents are doing it.

Ryan Pangatong

The Five Categories of Child Development

Looking at only one category of development is like trying to decide if your daughter is doing well at
school and only looking at her math scores. These five categories show a fuller developmental picture.
For many children, these areas often develop at the same time. Helping your child grow in one area can
facilitate his development in other areas.

1. Cognitive

This is your child’s ability to use logic and problem-solving skills, including the skill of thinking about
thinking. Cognitive development can include areas like information processing, reasoning, memory, and
language development.

It is theorized there are four major stages of cognitive development, each with its own milestones. But
these stages aren’t about the amount of knowledge a kid knows. Rather, they’re about how children
process and think about that information. A child in an earlier stage might have more information and
knowledge than one in a later stage but lack the skills to process that information.

2. Social and Emotional

Your child needs to know how to interact with himself and others in a healthy and manageable way. You
need to make sure that he is able to be socially aware and an active member of society.

For an infant, a social and emotional milestone can be as simple as a sociable smile. But you should
watch an older child to see the more complex ways she interacts with other kids, adults, and people of
authority like teachers and coaches.

3. Speech and Language

Being able to communicate is a major developmental skill for every child. This can include an infant
babbling and practicing basic vowel noises or a grade-schooler using basic vocabulary to create a
fictional story.

Language development can start as soon as a 12-month-old starts to say his first words and should
continue into adulthood. The goal is to empower your child to have the words she needs to understand
the world and express herself in that world.
4. Fine Motor Skills

Physical development in early childhood is the groundwork to important lifelong skills like writing and
self-care. These movements use the small muscles in the hand, fingers, and thumb and are involved in
tasks like getting dressed, eating, and writing.

If your child is struggling to develop fine motor skills, play can help, which might include drawing with
chalk, building with legos, or putting together puzzles.

5. Gross Motor Skills

Gross motor skills aren’t “gross.” Actually, this stage refers to milestones involving whole-body
movements and core muscles. Children develop skills using large muscles in the arms, legs, and torso.
Movements include walking, running, throwing, kicking, and lifting, and they’re closely related to
balance and strength.

What Happens in Early Childhood Development?

When a child is under the age of one, the biggest focus should be on the basics. Skills that you take for
granted, like lifting and moving your head or saying meaningless gibberish, are major milestones for
early childhood education and development.

By one year of age, a child should cry when his parents leave the room, have a favorite thing, play some
games like “peek-a-boo,” find hidden objects, say “mama” and “dada,” and be able to get into a sitting
position without help.

Which Developmental Milestone Is Most Important?

No developmental milestones are more important than others, and often they help each other. For
example, a child can only reach higher levels in cognitive development if she has the language and
communication skills needed.

If you notice that your child is not hitting developmental milestones, consult your pediatrician
immediately. Before you stress out too much, remember that childhood development is complicated.
Every child grows and develops at her own rate.
Although some of these stages have suggested age ranges when they should happen, it’s okay for a child
to be a few weeks or months earlier or later than expected. For example, just because it’s suggested
that by two months your kid should be able to hold up his head when lying on his tummy, you shouldn’t
worry if it’s day 62 and your son is still struggling to hold up his head.

Physical and Mental Development

There is also a connection between body and mind. Working out, swimming, or dancing can help a child
improve both her gross motor skills and her social and emotional development. Contact SwimJim to
learn more about how swimming can help your child reach developmental milestones